To be used in conjunction with the DVD SHOW RACISM THE RED CARD

Rio Ferdinand CONTENTS Using the DVD and Education Pack 1 Aims of the Pack 1 Anti-Racist Education and the National Curriculum 1 Prior to Watching the DVD 2 CHAPTERS: Racism and Football 3 Origins of Racism 5 Experiences of Racism 9 Dealing with Racism 13 Campaigning Against Racism 15 Frequently asked Questions 18 Quiz 21 (answers on page 20)

Acknowledgements: Written by: Sarah Soyei, Gav Sutherland, Jason Webber, and Laura Fleck. Thanks also to: David Kendrick, Paul Burgess, the National Union of Teachers and the Educational Institute of . Useful Organisations and Websites can be found at the links page of www.TheRedCard.org Contact Details: Show Racism The Red Card, PO Box 141, Whitley Bay, Tyne & Wear NE26 3YH. Telephone: 0191 257 8519. Fax: 0191 257 8541. email: [email protected] www.TheRedCard.org

Registered Charity Number: 1116971 Registered Company Number: 5834708 ©Show Racism the Red Card

This pack is by no means an exhaustive resource and USING THE DVD AND information that could not be included is available at www.theredcard.org, where you will find a EDUCATION PACK continually updated education section, including SUBTITLES ARE AVAILABLE ON THE DVD, SIMPLY START details of our annual competition for schools. THE FILM AND THEN SELECT SUBTITLES WITH YOUR REMOTE OR MOUSE. AIMS OF THE PACK • To familiarise young people with the causes and This pack has been designed to complement and consequences of racism and equip them with a enhance the information contained in the range of skills that will enable them to accompanying DVD. The most effective way to use challenge racism the Show Racism the Red Card DVD as an • To enable young people to develop good educational tool is to screen it in sections. The relationships and respect the differences total running length of the film is 22 minutes with between people, regardless of ethnicity 5 main chapters, following a brief introduction, to which the sections in this pack correspond. • To help young people prepare to play an active role as citizens in a growing multi-racial and Whilst it is difficult to advocate a single best method multi-cultural society or approach for using the resources, we have picked • To provide teachers with an easy-to-use teaching out some key comments and relevant discussion resource to enable them to educate for the above points for each of the five sections. Initiating a discussion with the class based around the proposed starting points may serve as a useful introduction to ANTI-RACIST EDUCATION AND THE the suggested activity / activities which will follow in all five cases, and can be tailored by teachers to NATIONAL CURRICULUM suit the needs of their students. Estimated timings Curriculum links have been provided for each activity but durations The activities in this pack tie in very closely to the will obviously vary according to pupils’ ability. Citizenship and PSHE curriculum in Key Stages 2, 3, and 4 and the specific areas are highlighted A useful way to conclude each section is the below. Activities also be fit into the curriculum in following plenary: take time to ask the pupils the following subject areas: Art and Design, what they have learned from this section of the Design and Technology, English, History and DVD and the activities. Information and Communications Technology At the end of each section of the pack is a set of KS2 Citizenship and PSHE Learning Outcomes indicating what the young • Developing confidence and responsibility and people should know, understand or be able to do making the most of their abilities 1a, 1c following completion of the activities provided. • Preparing to play an active role as citizens 2a, This pack aims to meet the needs of Key Stages 2, 2c, 2e, 2f, 2I, 2k 3 and 4. Therefore activities will be marked with • Developing a healthy, safer lifestyle 3f age group suitability. • Developing good relationships and respecting the KEY Primary Secondary differences between people 4a, 4b, 4d, 4e, 4f KS3 + 4 Citizenship • Knowledge and understanding about becoming informed citizens 1b, 1i, 1j In addition to ‘Show Racism the Red Card’ you will find the documentary ‘Racism and the Beautiful • Developing skills of enquiry and communication Game’ accessible from the DVD menu. This is 2a, 2b, 2c supplementary to the content of this pack and the • Developing skills of participation and main educational film but can be an informative responsible action 3a, 3b, 3c resource, particularly for older pupils, in helping them to understand the context and background to some of • PSHE (non-statutory guidelines) 1b,1d, 2b, 2g 3a the personal stories contained within the main film. 3b, 3c 3j Also included is the winning animation from the 2008 The pack is also compatible with the Scottish and Show Racism the Red Card Schools Competition. Welsh Curriculum, please see our website for further details.

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PRIOR TO WATCHING THE DVD Due to the potentially difficult nature of discussing issues of racism with students it is advisable to do some preparatory work before using our resources. This should include the setting of ground rules before the session(s). No one should feel picked on, even if they have very different views from those of their classmates. Teachers will have to work hard to ensure that all discussions are at an objective level. It is however important to ensure that no lesson becomes a platform for racist or similar remarks, and the need for balance should not be regarded as inhibiting a clear stand against racism. Instead, students need to understand that there are certain behaviours, such as racism and bullying which should not be tolerated.

PRELIMINARY ACTIVITIES: The two activities below serve as useful ‘ice-breakers’ to introduce the topic of racism to a class who have not considered it before. Read out the following definition of race: ACTIVITY 1: INTRODUCTION “A group of people who share physical TO RACISM (10 Minutes) characteristics and traits”. Facilitate a discussion with the young people using As you read the following characteristics out one the following points and questions: by one, instruct the young people to stand up if the trait describes them or remain seated if it Because people can be grouped by any number of does not. physical differences (such as the ones in the categories) race is an arbitrary and invented way • Blond Hair to group people. • Freckles Q: What is racism? • Wearing Glasses Key points to draw out: • Left Handed Discriminating against someone because they • Brown Eyes have a different: After you have the brown eyed children standing, • Skin Colour • Nationality • Religion • Culture tell the young people that you needed to divide the class and those remaining standing will get to Q: What forms does racism take? take part in a fun activity, whilst those sitting Q: What is meant by the statement down will have to write an essay instead. Let the “Show Racism the Red Card”? young people respond to this. If the brown eyed Q: Has anyone ever heard racist abuse directed children are enjoying it too much you may wish to towards someone? Where? say that you made a mistake and the blue eyed children will get to do the fun activity! Once they have had a chance to respond, let them know that ACTIVITY 2: RACISM AND you were not being serious and ask them if it was RESPECT (5 minutes) a sensible way of dividing and rewarding people. Ask them how it felt to be missing out because Stick the word “Racism” on one wall and you had the wrong colour eyes. “Respect” on the other. Give the Pupils post-it Further emphasise the senselessness by asking notes and ask them to write down as many words what it would be like if society discriminated as possible that they associate with each term and against people based on these categories. What if, stick them around the appropriate heading. for example, people who had freckles were Read through the words with the class and bring deemed less intelligent than others? Would it be out the idea that all of the terms associated with fair? Would there be any justification? What racism are negative, whilst those associated with consequences might such a judgement have for respect are positive. Explain this is why we want freckled people? to prevent racism and encourage respect.

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RACISM AND FOOTBALL STARTS AT 1’28, ENDS WITH SAMUEL ETO’O: “SHOW RACISM THE RED CARD”.

Various players recount their experiences of racism from the 1970s through to the present day. Once you have screened this section you may wish to facilitate a discussion around the following comments before moving on to the related activity. Discussion Points: • How might hearing such abuse affect a player during the game? • In what ways does racist abuse differ from other types of verbal insult heard at football matches? • What is the persecution of black people that Les Ferdinand refers to? NB: Historical context such as slavery and the civil rights movement are explored in more detail in the next section, Origins of Racism • How would you feel if you heard racist abuse either on the pitch or in the stands?

ACTIVITY 1: RACISM ON KEY COMMENTS: THE PITCH (40 Minutes) • PAUL ELLIOTT: Monkey chanting, booing, even in The example of Samuel Eto’o considering leaving its most extreme cases the pitch when he suffered racial abuse whilst “ throwing of bananas playing for Barcelona can be a powerful situation to explore with older students. Separate the class • PAUL CANOVILLE: I turned into six groups and assign them the following round expecting it to be the roles and questions for discussion. After 10 – 15 away supporters and found minutes ask each group to feed back their out it was my home decisions to the rest of the class and facilitate a supporters and it was really discussion around whether pupils agree or hurtful disagree with the choices the group made. • LES FERDINAND: The Samuel Eto’o connotations that come with calling someone a

black this or a black that far outweigh the connotations

in calling someone fat or calling someone ginger haired • SAMUEL ETO’O: Once I “ nearly walked off the pitch […] it was quite hard to put up with – people often don’t realise what you might be feeling, it’s tough

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GROUP 1: BARCELONA TEAM / ETO’O GROUP 4: REFEREE You are members of the team and have heard You are the referee / linesman / fourth official racist abuse from sections of the crowd. How do and have heard racist abuse throughout the game. you react? What should be done to stop supporters How do you react to this? like this? Do you: You need to think of several things: • Take both teams from the pitch temporarily and • How do you support the players on your team make tannoy announcements to the crowd? who have been abused? - If so what needs to be said? • What action do you think UEFA should take to: • Abandon the game completely (if you do this, it - Punish the opposing club and supporters will be the first time this action has been taken)? - Ensure the opposing club stop this happening • Mention the abuse in your match report? in the future • Talk to members of the club whose fans were • Will you condemn the abuse in interviews after being racist? the game? • What other action(s) can you take? • Should the team have walked off the pitch when the abuse started? GROUP 5: SUPPORTERS You are a supporter of either side and you hear GROUP 2: THE OPPOSITION racist abuse in the stadium throughout the game. You are players on the opposing team and have How do you react? heard racist abuse coming from sections of the Do you: crowd. How would this make you feel? What • Try and shout louder than the people shouting actions might you take during and after the game? racist abuse/monkey chants? Do you: • Complain to a steward/ police officer? • Support the player on your rival team who is • Complain to your club officials? suffering the abuse by offering words of • What other action can you take? encouragement? • Offer to leave the pitch in a gesture of solidarity? GROUP 6: UEFA COMMITTEE • Capitalise on the distraction of your opposition You are members of the UEFA Disciplinary by pushing forward on the pitch? Committee and have seen and heard the reports • Discuss the matter with your teammates after of racism from spectators in . It is your job to the match and suggest organising a protest decide what action should be taken. It is in your • Condemn those who were shouting the racist power to impose punishment on Real Zaragoza for remarks in your post-match interviews? their supporters’ actions. According to FIFA regulations 'Any spectator who publicly disparages, discriminates against someone in a GROUP 3: BARCELONA FC’S defamatory manner on account of race, colour, MANAGEMENT language, religion or ethnic origin will be subject You are members of the Barcelona team’s to a stadium ban of two years'. management and have heard racist abuse coming Please consider the following in making your from sections of the crowd. How do you react to this? decision: Do you: • There were many spectators involved in racist • Take your team off the pitch? chanting, how would bans for the guilty spectators be enforced? • Substitute the players being racially abused? • The FIFA regulations also state: 'If spectators • Concentrate on the game, ignore the racism display banners with racist slogans at a match, • Afterwards, (how) do you? FIFA will sanction the club or association to - Support the players who have been abused which these supporters belong with a fine of at - Talk to the team as a whole about what least 20,000 euros and force it to play its next happened match without spectators’. How will you ensure - Put pressure on UEFA to take strong action the decision you make is proportionate?

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Extension Activity: Learning Outcomes There is less racism in British football grounds now The young people should have: than there was 30 years ago: ask for the young • thought about how racism manifests itself in people’s ideas on why this is the case. Answers football might include greater awareness amongst fans • thought about what to do if they witness/ and players, an increase in women and families experience racism in football attending football matches, more black players in • learned skills of negotiation and empathy the game, all-seater stadia, the Kick it Out • learned skills of research, debate and presentation national anti-racist campaign and campaigns by local fans. PLENARY ORIGINS OF RACISM STARTS AT 5’37, ENDS WITH BENJANI MWARUWARI: “SHOW RACISM THE RED CARD”.

The film now looks at where racism originates, and suggests ignorance is a key factor in creating stereotypes which are used by the media and certain political parties.

ACTIVITY 1: STEREOTYPES KEY COMMENTS: (15 minutes)

• THIERRY HENRY: Before you judge you need to know Put a box in the middle of the room. The young people. Just try to understand

people are given slips of paper with the following each other statements to complete: “ • RIO FERDINAND: Children look up to their parents and “ Key Stage 2 see them as role models All boys are... • JULIE FLEETING: [Racism] is All girls are... possibly not something [children] would believe in if Key Stage 3+4 they had the opportunity to All Asian people are... come up with their own beliefs All black people are... All white people are... All young people are... Discussion Points: All Muslims are... All French people are... • Why are young children often more accepting All football fans are... than adults of people from different All women are... backgrounds and faiths? All men are... • Where do people get racist ideas? All people who wear glasses are... Parents, Friends, Media, Stereotypes, Then the young people pick out statements from Some politicians the box and take turns to read them out. Discuss • What representations have young people seen whether the things that they came up with true? on television / in newspapers of people of Do they believe in what they said? Where did different colours, religions and nationalities? those ideas come from? • Are there any people / groups who benefit from perpetuating racial stereotypes?

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ACTIVITY 2: WHAT HAPPENS ACTIVITY 3: THE TRANSATLANTIC NEXT... (15 minutes) SLAVE TRADE (25 Minutes)

Split the class into five groups and give each group The transatlantic slave trade mentioned in this one of the following scenarios with a sheet to section developed and perpetuated a racist note their answers. ideology to justify or excuse the huge numbers of Africans enslaved during the 300 year period Scenarios: of British involvement, 1562 to 1865. 10 – 12 1. A group of young Asian men are out on the million African people were forcibly removed street, talking together. An old woman comes from their homes and taken to plantations in the towards them, carrying her shopping and Caribbean and North and South America during needing to get past them to get to her house. this time. 2. A black teenager is coming home from school Whilst societies such as the Greeks and the Roman one night. Two white men aged about 25 Empire made great use of slaves domestically, for with skinhead haircuts come up to him. labour and agriculture, the transatlantic slave trade was different. The explorations of Europeans 3. A young white couple are flying to for had discovered countries that were new to them a holiday. A man in full Muslim dress and a and colonial nations such as Britain, , Spain, long beard gets on the plane and sits next to The and (to name but a them. He opens his Qur’an and begins to read. few), required labour for their new territories, 4. A man is stranded at the side of the road with which were mostly in the Americas and Caribbean. a puncture. Two women pull up and offer to This need was made greater by the spread of change his tyre for him. disease from the European settlers to indigenous 5. An old woman is working in a newsagent’s peoples, in some cases exterminating the shop, it is getting late and she is thinking of populace. closing up when a group of 8 teenagers in We would recommend the following online hooded tops come in. activity to introduce important historical characters and highlight the conditions of enslavement: Groups discuss the following points for 5 minutes – http://www.antislavery.org/breakingthesilence/ they are allowed to have multiple answers / upfromslavery.shtml opinions: • How does the person in the situation feel? Next divide the class into small groups and • Why do they feel this way? provide each with a sheet containing the quotes • What happens next? provided. Read out or print the short biographies below and then ask pupils to match the quotes to Next each group reads out their scenario and the people they think authored them. answers to the class. After everyone has done this, ask what was the point of this exercise. What do Afterwards in discussion ask the groups: these scenarios represent? Follow with a • The reasons why they have attributed the discussion on stereotypes: Why are they harmful; quotes to each person where do they come from; etc. Emphasise that when the young people read or Reveal the authors of the quotes hear something they should consider whether it is fact or stereotype. QUOTE AUTHORS: Extension Activity: 1. Frederick Douglass 2. Harriet Tubman Ask each pupil to write down one label which has 3. David Hume been wrongly applied to them, why this was 4. Olaudah Equiano 5. William Wilberforce wrong and how this made them feel. 6. Francis Galton

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(1745-1797) Say nothing of father, for he is shrouded in OLAUDAH EQUIANO a mystery I have never been able to Enslaved as a child and taken from his family in Africa penetrate. Slavery does away with fathers, to work in Barbados, then America, on plantations 1 as it does away with families. Slavery has and, later, boats. Bought his freedom and wrote a no use for either fathers or families, and biography, which became one of the first books its laws do not recognize their existence in published by an African author. He became prominent the social arrangements of the plantation. in the abolitionist movement in Britain where he settled.

I had crossed the line of which I had so long been dreaming. I was free but dere FRANCIS GALTON (1822-1911) 2 was no one to welcome me to the land of freedom, I was a stranger in a strange land. British scientist and explorer, knighted in 1909. Published over 340 papers and books on a variety of topics. He coined the phrase “nature vs nurture”. I am apt to suspect the Negroes to be naturally inferior to the Whites. There 3 scarcely ever was a civilised nation of that (1820-1913) complexion, nor even any individual, HARRIET TUBMAN eminent either in action or in speculation. Born into slavery in the USA. Eventually escaped and No ingenious manufacture among them, no began rescuing other slaves. Estimated to have helped arts, no sciences. around 300 people escape to Canada via the “Underground Railroad”, which was a network of people who helped hide escaped slaves. No-one she helped escape was ever caught en route. I now saw myself deprived of all chance Was the first woman to lead an armed expedition raid of returning to my native country…still during American Civil War, on June 2nd 1863. The raid 4 heightened by my ignorance of what I freed over 750 slaves. was to undergo… I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life: so that, with the loathsomeness of the stench, (1711-1776) DAVID HUME and crying together, I became so sick and A Scottish philosopher, economist and historian. He low that I was not able to eat…I now wrote numerous books and papers on a variety of wished for the last friend, death, to subjects including human nature, politics, religion and relieve me; but soon, to my grief, two of ethics. the white men offered me eatables; and, on my refusing to eat, one of them held me fast by the hands, and laid me across I think the windlass, and tied my feet, FREDERICK DOUGLASS (1818-1895) while the other flogged me severely. Born a slave in the USA but eventually escaped and became a prominent anti-slavery lecturer and writer. He visited Britain and to give lectures as well. British supporters raised $700 to pay his former owner So enormous, so dreadful, so and buy his freedom. On return to America he irremediable did the Trade's wickedness published newspapers and continued campaigning for 5 appear that my own mind was abolition. completely made up for Abolition. Let the consequences be what they would, I from this time determined that I would never rest until I had effected its abolition. WILLIAM WILBERFORCE (1759 – 1833) British politician and campaigner for the abolition of the slave trade. He headed the campaign to abolish The number among the Negroes of those slavery and presented bills and motions against whom we should call half-witted men is slavery in Parliament. He helped establish a society 6 very large…The mistakes they made in for the abolition of the slave trade with Granville their own matters were so childish, Sharp and Thomas Clarkson, two of the other British stupid and simpleton like as frequently to Abolitionists. make me ashamed of my own species.

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• Why do the groups think each person would What additional information can the class find make a quote like this? about: • Why would some people try and portray • The experiences and lives of Harriet Tubman and Africans as inferior to Europeans? Olaudah Equiano • The Underground Railroad network If the class has found the quotes from these • The Abolitionist movement people interesting, they could research similar • The American Civil War quotes from: • People who were slaves Research Project: • People who wanted slavery to continue Ask each pupil to make a collage of five • People who wanted slavery abolished positive newspaper headings about asylum- seekers, visible ethnic minorities and people of different faiths. Learning Outcomes The young people should have: • learned to look for and challenge hidden meanings and assumptions in both their own judgements and the judgements of others • applied skills of comprehension, discussion and research • gained an understanding of the historical context of the treatment of black people by white people PLENARY

SHOW RACISM THE RED CARD IS CURRENTLY PRODUCING AN EDUCATION PACK TO EDUCATE YOUNG PEOPLE ABOUT TRAVELLERS, WHICH WILL BE AVAILABLE FROM EARLY 2009. IN THE MEANTIME, SEE THIS WEBSITE FOR HELPFUL INFORMATION AND ACTIVITIES: http://www.passingplaces.org.uk/citizenship_resources.htm

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EXPERIENCES OF RACISM STARTS AT 8’14, ENDS WITH DOMINIQUE WALKER: “THERE IS ALWAYS A BETTER WAY”.

In this section football players and young people discuss occasions on which they have suffered from racism and how this has made them feel. Further personal histories are available via the ‘extras’ menu on the DVD should you wish to explore them with the class.

KEY COMMENTS: • FREDDIE EASTWOOD: I’m a travelling lad so I get a bit of racism about my caravan and “ bits and pieces, but there’s good and bad in everybody and we [travellers] are not all bad • JOHN BARNES: The more dangerous form of racism is the one you can’t see where somebody less qualified than

you gets the job

• YOUNG GIRL: Two boys stopped and called my headscarf a teacloth and that was just really stupid and “ arrogant • DOMINIQUE WALKER: Hate can produce bad things – so long as young people are educated these things won’t happen

Freddie Eastwood in action Discussion Points: • What is the hidden form of racism that John Barnes refers to? - Can you think of any examples? - What could be done to combat this institutionalised racism? • Why is it arrogant to make negative comments about a form of dress or clothing you don’t understand? NB Issues around different forms of religious dress are explored in more detail in the Islamophobia DVD and Education Pack, available from Show Racism the Red Card • Why is it racist to discriminate against travellers? • What are the most extreme consequences of racism and how do these serious incidents affect the communities in which they occur?

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ACTIVITY 1: ANTHONY WALKER’S STORY (45 Minutes)

Read and / or print the following story and interview for the young people then ask them to compose letters to the Walker family. Points they could consider when writing their letters include: • Do you have anything in common with Anthony? • If you were in Dominique or Gee’s position would you be able to forgive? • What words of support could young people offer the Walker family? • Do you have an idea that could be included in the Walker Foundation’s annual festival to encourage young people to respect each other’s differences?

ANTHONY WALKER ON 29 JULY 2005 ANTHONY WALKER AND HIS COUSIN, MARCUS BINNS, WERE AT A BUS STOP WITH ANTHONY’S GIRLFRIEND, LOUISE THOMPSON, WHEN THEY WERE SUBJECTED TO RACIST ABUSE. The trio left the bus stop in Huyton, Merseyside and started to walk to another bus stop away from the man racially abusing them. They started to go through nearby McGoldrick Park when they were attacked by the person who had been abusing them and another man. Marcus and Louise escaped and ran to get help but Anthony did not. The attackers killed Anthony with an ice axe. The men who did this were caught and charged with his murder. Michael Barton and Paul Taylor were sentenced to a minimum of 17 years and 8 months and 23 years and 8 months, respectively. On sentencing the pair Mr Justice Leveson said the men had perpetrated “a racist attack of a type poisonous to any civilized society”. Anthony Walker’s family have since established The Anthony Walker Foundation which aims to raise funds for projects promoting racial harmony, integration and improve understanding. The Foundation organises a number of annual events including a gala dinner and an Anthony Walker Foundation Festival, which aims to bring together people from different backgrounds and take part in sport, art or education activities that encourage appreciation for people’s differences. The Crown Prosecution Service have established an ‘Anthony Walker Law Scholarship Scheme’ which offers a place to a trainee solicitor of black or other ethnic minority background with the Merseyside CPS, annually. Anthony hoped to study law and work in the legal profession. He was 18 years old when he was killed.

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IN AN INTERVIEW IN 2005, GEE WALKER SAID THIS ABOUT HER SON ANTHONY:

“Anthony was going places, I’m sure. He was serious and he knew exactly what he wanted to be. He was his own person. He knew he wanted to be a lawyer and I don’t think anything was going to stop him from doing that. He would watch a television programme and say ’If I have to leave and go to America, I will do that and become a lawyer’. “He wanted to be a judge, as well, because he had seen the black judges in America and he said ’I’ll be one’. He loved . If you come into my house, you’ll see that most of the pictures are in frames but with no glass in them, because he would bounce the ball in the house. He knew he shouldn’t, but he would bounce that ball! “He loved coming to church. He was a Godly person, he was very serious about that. He had a passion for basketball and seriousness about the things of God. “He had trials for Liverpool basketball and also for England, but because it was on a Sunday, there was a conflict between church and basketball. I remember one day, he was really hyped because he had the England trial, but then he realised it was on a Sunday and he didn’t want to go. He said ’I can’t because I have to go to church, they really need me there’.

GEE AND DOMINIQUE WERE ASKED IF THEY HATED ANTHONY’S KILLERS AFTER THEY WERE SENTENCED:

Gee: “Why live a life sentence? Hate killed my son, so why should I be a victim too?" "Unforgiveness makes you a victim and why should I be a victim? Anthony spent his life forgiving. His life stood for peace, love and forgiveness and I brought them up that way. "I have to practice what I preach. I don't feel any bitterness towards them really, truly, all I feel is... I feel sad for the family." Dominique: "I did say I forgive and I do still stand by that because you have to. That's one of the things I was raised on and what my mum taught me. "I feel sorry for them because they didn't know what they were doing, they don't understand the magnitude of what they've done."

GEE WALKER SAID THE FAMILY WAS STILL STRUGGLING TO COPE WITH ANTHONY'S DEATH.

She said: "Every day we wonder, where is our lad? Every day we still wait. We call his name, we hear a ball bounce and we are all looking and waiting."

MRS WALKER SAID HER OTHER SON DANIEL HAD BEEN PARTICULARLY AFFECTED BY ANTHONY'S DEATH.

"I just feel sad for him, every night climbing into the top bunk and his brother's not there. He is just a shadow of himself. When you say, 'how do you feel son?' He just says, 'lost'. "I don't know what hell feels like but I'm sure I'm sitting in hell right now. Every day you have to relive the pain and I just hope to God no other mother has to sit where I am sitting."

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ACTIVITY 3: UNCONSCIOUS PREJUDICE AND INSTITUTIONAL RACISM (20 Minutes)

Discuss with the class the following statements: candidates' applications were invited for interview, • Black children are better at sport, so should be only 13 and 9 per cent respectively were successful encouraged to study PE and join sports teams at from the Black African and Muslim candidates. school • What do they think were the reasons for this? • Women are less likely to stay in a job as they • Do you think that the people shortlisting were will want to leave to have babies always aware that they were discriminating • Children from a particular neighbourhood are against the Black and Muslim candidates? rough and always up to no good • Does it matter if they were doing it consciously • Gay men have a good eye for fashion or unconsciously? • Chinese girls are very quiet and meek, but really Provide the class with the definition below and hardworking and clever conclude by discussing the questions beneath. Have you heard them being used? • What is an institution? Are they fact or opinion? • What are the key institutions in Britain today? What could be the effects of these opinions on the • What effect do you think institutional racism groups involved? has on both BME groups and society as a whole? John Barnes speaks in the film about the • What can organisations and individuals do to possibility of an applicant being turned down for a try to prevent institutional or unconscious job despite being a better candidate, merely racism? because of the applicant’s skin colour or ethnicity. This type of racism is subtle and hard to prove and Learning Outcomes sometimes the person perpetrating the racism may not even be aware that they are doing it. The young people should: Discuss with the class the following example: • Have thought about the different forms racism In 2004 Radio 5 live conducted a study, they sent can take the CVs of six applicants to 50 organisations • Have thought about the current targets of advertising vacancies: one male and one female racism from each of three groups: White European; Asian • Be able to recognise that actions have Muslim; and Black African. All the fictitious consequences applicants were the same standard in terms of • Have learned and used skills of empathy, qualifications and experience but were written and research and writing for a specific audience. presented differently to increase their authenticity to recruiters. While 23 per cent of the white PLENARY

INSTITUTIONAL RACISM IS: THE COLLECTIVE FAILURE OF AN ORGANISATION TO PROVIDE AN APPROPRIATE AND PROFESSIONAL SERVICE TO PEOPLE BECAUSE OF THEIR COLOUR, CULTURE OR ETHNIC ORIGIN. IT CAN BE SEEN OR DETECTED IN PROCESSES, ATTITUDES AND BEHAVIOUR WHICH AMOUNT TO DISCRIMINATION THROUGH UNWITTING PREJUDICE, IGNORANCE, THOUGHTLESSNESS AND RACIST STEREOTYPING WHICH DISADVANTAGE MINORITY ETHNIC PEOPLE. IT PERSISTS BECAUSE OF THE FAILURE OF THE ORGANISATION OPENLY AND ADEQUATELY TO RECOGNISE AND ADDRESS ITS EXISTENCE AND CAUSES BY POLICY, EXAMPLE AND LEADERSHIP. (MACPHERSON REPORT 1999)

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DEALING WITH RACISM STARTS AT 12’52, ENDS WITH PEDRO MENDES: “SHOW RACISM THE RED CARD”.

In this section players consider how best to respond to racism when it is encountered and offer advice to both young people suffering from racism and young people acting in a racist manner. Discussion Points: • What is the problem with ‘turning the other cheek’ and KEY COMMENTS: ignoring racism? • DIDIER DROGBA: You • What can you do to help stop racism? At this point you have to be proud of what can talk about your school's anti-racism policy: you are – don’t give back - Do the young people know what it is? “ what they give you, it’s - Is the class aware that since the Race Relations not the right answer Amendment Act (2000) schools and other public bodies • RIO FERDINAND: The have a legal duty to promote race equality? person who is in charge is - Who should they approach if they witness/are victim of the best person to tell so a racially motivated incident? they can nip it in the bud - What are the repercussions for the people involved? straight away - Would they make any changes? • RYAN GIGGS: To look at • Now discuss how racism is dealt with in wider society: me you wouldn’t think - Emphasise that if police find out a crime is motivated that my dad was black by racial hatred they will treat the incident very but [racism] is something seriously and any sentence passed will be more severe I had when I was younger. than one for a I was a quiet, shy lad – if I similar crime could go back in time I without a Dean Ashton would have done things racist motive differently, told the • What teachers and my mum consequences and dad does racism/ • DEAN ASHTON: race crime

If someone is being racist have for a they’ve got to put the community?

shoe on the other foot - Creation of and think how they would fear and feel if they or their family divisions were being abused “ • ANITA ASANTE: You must make sure you report these things because otherwise these sorts of situations will never be resolved

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Ryan Giggs

ACTIVITY 1: REACHING OUT ACTIVITY 2: (10 Minutes) CASE STUDIES

If you were the school counsellor and a pupil From the DVD menu you can access extended came to you in tears because they had been interviews with certain players. These can be used racially abused what would you do to help the as starting points for role play, freeze frames and situation? What could you say to the victim of discussion. See the Show Racism the Red Card racism? What would you do and/or say to the website for further teaching notes: person who had been racist? Would you inform www.theredcard.org. the rest of the teaching staff, the other pupils, and/or the parents? How and why?

Learning Outcomes The young people should have: • Employed skills of decision-making and empathy • Considered and evaluated what can be done by individuals, schools and communities to combat racism • Gained an initial understanding as to the legal requirements around racial discrimination

PLENARY

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CAMPAIGNING AGAINST

STARTS AT 16’14, RACISM ENDS WITH GARY LINEKER: “SHOW RACISM THE RED CARD”.

The final section of the film explores what is being done to fight against racism, what can be done and how football can help to combat racist views. Discussion Points: • How can we learn about people of different colours, KEY COMMENTS: nationalities, cultures and religions? • JULIE FLEETING: When • What areas of life other than football bring a diverse you come together in range of people together? football you either get • How do we benefit and what can we learn from “ on with other people in different cultures? your team or you lose • In what ways can we show respect to other people? • MATTHEW TAYLOR: • What factors would you take into consideration It doesn’t matter what when deciding how to treat someone or whether to colour you are, what be friends with a person? nationality you are, if you can play football then you can be in our team • GARETH SOUTHGATE: I encountered all sorts of nationalities in my team, every possible religion, and people working together, enjoying each other’s company and respecting each other’s beliefs and faiths

• MIDO: You should treat a

person for how he is and how he treats you, not for where he comes from or his colour or “ religion • ANITA ASANTE: The most important thing is respect, respect, just respect ABOVE: Anita Asante LEFT: Mido

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ACTIVITY 1: GLOBINGO (GLOBAL BINGO) (25 Minutes)

Before you begin the exercise ask the young that people had not come to Britain from other people whether they think that other countries countries over the years, what would life be like? and cultures have affected their lives in any ways. Some racist groups would like us to live in a Find people in the room who fit the following monocultural as opposed to a multicultural society. descriptions – try to find a different person and a What would the young people miss from their lives, different country for each one and write the if things from other cultures were not available in details in the relevant box. When you have our society? Do they think it is preferable to live in completed the boxes, call out: GLOBINGO! a mono- or multi-cultural society? How would the students’ favourite football teams Once they’ve completed the activity review with be affected if these groups got their way? the class some of the answers they found out: ask the young people whether they were surprised by any of the things that they discovered and EXAMPLE: whether they would now like to rethink their answers to the original question. Someone who knows the capital cities of 5 different countries Can they think of any other ways in which they may have been influenced by other cultures e.g: Name: music, friends, art and technology? Ask them to Countries: think of the mix of people in their favourite football team or television programme. Imagine

A) Someone who has a friend or relative E) Someone who can name a sports star who lives in another country from another country Name: Name: Country: Country:

B) Someone who can say hello in another F) Someone who enjoys food from another language country Name: Name: Country: Country:

C) Someone who is wearing something G) Someone who has travelled to another made in another country country this year Name: Name: Country: Country:

D) Someone who has a parent/relative H) Someone who has seen a TV programme who was born in another country from another country this week Name: Name: Country: Country:

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Extension Gareth Southgate activities: 1. Ask the young people to write a short piece about what life would be like if people from other countries had not influenced our lives today 2. Football is an excellent example of how people from all sorts of backgrounds work together as a team - ask the young people to find out and write down the different nationalities and religions of players in their favourite football team Project Learning Outcomes Young people can work in groups to put some of The young people should have: their ideas into practice e.g: • Considered the impact of multiculturalism on • Write newspaper articles or stories around the their lives issue of racism • Evaluated the benefits of a multicultural • Organise an anti-racism event at the school society/community • Run an anti-racism assembly • Appraised ways in which they may be able to • Set up a peer support group for the victims of increase their interaction with people different racist bullying from themselves • Set up an anti-racism website or web page • Enter the annual SRtRC competition PLENARY

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FREQUENTLY ASKED QUESTIONS Q: What is race? To combat this type of racism, laws have been put in place to try and ensure that bodies like schools, A: In the past people believed that there were different universities, hospitals, the police, government races of people, who shared common physical features departments and local councils take action (pro-active such as skin colour, hair type, facial features, character rather than reactive) to make sure they are not and skills. Racists have used this idea to label certain discriminating against people from minority ethnic ‘races’ as fundamentally different and inferior. backgrounds, whether they are employees or members of the public. This will help to ensure that public However we now know through genetics that there is services meet everyone's needs. just one species to which we all belong and that people of all colours and appearances have a similar potential. The physical differences between people Q: Why is racism wrong? around the world are external not internal and are caused by the adaptation of people over long periods A: Racism is wrong because it judges a person and of time to different environments. their capabilities based on a very limited set of categories, such as religion or nationality. This leads to The genes that code for our physical appearance are a a lack of understanding and segregation of peoples very small number and are not in any way connected and cultures. It also encourages hostility towards any to genes which code for other characteristics. The person of a different background. Racism teaches genetic differences between so-called races are smaller people to hate each other based on their skin colour, than the differences within these groups. nationality or culture even though we are all of one race - the human race. It is much better to live in a multi-cultural society and students should be Q: What is racism? encouraged to think of the things that would be removed from British culture if we lived in a A: Though race is an arbitrary social concept, racism is segregated society - e.g. different types of music, food very real. Racism is the belief that people who have a and clothing. Historically, racism has been used to different skin colour, nationality or culture are inferior. separate and segregate people of different skin colour, Racist ideas have developed over thousands of years for example under the apartheid regime in South and have been used to justify the oppression of many Africa, which ended in 1994 and has also formed the different groups of people. basis for justifying atrocious genocides such as the holocaust of World War Two. Q: What forms does racism take? Many people's lives are seriously affected by racism A: Racism can take many forms, ranging from verbal and discrimination every day and not just because of abuse to outright physical attacks on a person or verbal or physical abuse. Many people from minority property. Racism can also be non-verbal, for example ethnic backgrounds are not getting the same denying a person from a minority ethnic background a opportunities as others whether it is in jobs, education job or entry to a restaurant or shop, purely on the or access to health services, or affordable housing. That grounds of their race, colour or nationality. This is clearly isn't fair or right as everyone should be given known as race discrimination and is illegal. the same opportunities in life. There is also ‘institutional racism'. This is when an organisation's procedures and policies amount to Q: Why is using the words 'Paki' disadvantaging people from minority ethnic or 'Chinky' wrong? backgrounds. It is defined by the Stephen Lawrence enquiry as 'the collective failure of an organisation to A: Although seen by some as abbreviations for provide an appropriate and professional service to 'Pakistani' and 'Chinese', these words have often been people because of their colour, culture or ethnic origin. used as terms of abuse and are often accompanied by It can be seen or detected in processes, attitudes and swear words or insults. Therefore they are extremely behaviour which amount to discrimination through offensive and it is not acceptable to use these terms to unwitting prejudice, ignorance, thoughtlessness and describe a person who is of Pakistani or Chinese origin racial stereotyping which disadvantages minority ethnic or to describe an establishment run by a person of people.' Pakistani or Chinese origins.

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Using these words suggests that a person doesn't think common target and certainly receive far less racism about others as individuals and that they judge people than Black or Asian people. The most common form of on what they look like or where they come from, rather racism against white people in the UK is against asylum than who they are. Ask pupils if they would like other seekers, travellers or migrants from Eastern Europe. pupils in your school to think of them in this way and make judgements about them just by looking at them? Q: Is Islam a threat to Britain? Also, both words tend to be used generally for Asian A: Every religious book can be interpreted in many people, irrespective of their national origins, such as ways: the Bible can and so can the Qur’an. There are India or Bangladesh in the case of ‘Paki’, and Korea or extremists in every faith. A handful of Muslim clerics Japan in the case of ‘Chinky’. Therefore, as well as get a lot of media attention but the vast majority being offensive, the terms may not even refer to the preach a peaceful religion. You cannot blame every correct country. Think about how silly you would look Muslim for the actions of a few. Britain has also had to others if you referred to someone from Germany as Catholic and Anglican terrorism in recent years but we Spanish, for example. did not blame every Catholic for every IRA bomb.

Q: Why are people racist? Q: What can you do when you A: There are many reasons why people are racist. A lot are the target of racism? of a person's attitudes and opinions are formed during A: If you are a school pupil and have verbal racism childhood. If someone is taught to be racist from an directed at you, then you should tell your parents and early age by a family member, for example, these a teacher. If it is physical violence to your person, attitudes are likely to stick with the person throughout make sure you tell a teacher, your parents and as their life. Often, when asked, racists are unable to many of your friends as possible. Racists are much explain why they hate people of a different skin colour, weaker when they realise that they do not have the nationality or culture. Racists commonly use people of support of many people. different ethnic backgrounds as ‘scapegoats’ on whom to blame their problems and make sweeping negative If you are older and come across racism in the generalisations about these groups of people. The workplace, you should tell your employer and friends. racist comment “They take our jobs and our homes” is Schools and employers have a legal duty to treat all one of the most frequently cited ‘justifications’ for racist incidents seriously and action will be taken. racism. This is simply not true. Whatever age you are, if you are physically attacked it is also important to get in touch with the police. Racism can also be stirred up by the media. Witness recent anti-asylum seeker campaigns run by some of the newspapers in Britain. Constantly running stories Q: What can you do when you about 'bogus' asylum seekers and using emotive hear racism directed at other language such as a 'flood' of refugees helps to create an atmosphere of hostility amongst sections of the people? general public. Britain is in tenth place in Europe per A: If you hear one of your friends being racially head of population for asylum applications. The vast abusive towards another person, have the courage to majority of refugees go to countries in the Middle East tell them that you think this is wrong. Try asking why or Africa, often the Countries that border their own. they are doing that and if they are your friend they Asylum seekers in the UK receive only 70% of income will listen to you and hopefully change their behaviour. support. Even though many are well educated and Try to get them to apologise. If this doesn't work, ask highly skilled and would like to contribute to society, yourself why you are friends with this person. You they are not allowed to work. should also report incidents to teachers and parents as they will be in a better position to deal with them. Q: Do white people suffer If you hear racism at a football match, take the racism? number of the person's seat and inform a steward or police officer of their behaviour. They should be dealt A: People of all different skin colours can have racism with by the club, racist chanting is illegal inside directed at them. Racism can be directed at some football grounds and will lead to the racist being groups of white people by other whites - for example, banned from the ground and if they are a season ticket Irish people have suffered from racial discrimination. holder they will have their season ticket taken away However, white people in general are not the most from them.

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Extension Activity: Black History, Heroes and Role Models For many young people, footballers are treated as role models and heroes and this is probably one of the few occasions Black or Asian people are perceived in this way, as historically, our history books have tended to overlook the positive contribution they have made to British and world events. For a class project, or as an individual homework task, ask the pupils to research the life and works of notable Black or Asian figures. The results could be shared with the rest of the class or used as a wall display.

POSSIBLE EXAMPLES

• Nelson Mandela - Civil rights activist and South • Mary Seacole - African President Nurse in the • Martin Luther King - American civil rights leader Crimean War • Mahatma Gandhi - Famous campaigner and • Billie Holliday - human rights activist Jazz and Blues • Amir Khan - Boxer, Olympic Silver Medallist singer • Arthur Wharton - Britain's first black footballer • Colin Powell - Ex-US Secretary of State for Amir Khan Defence • Rosa Parks - Civil rights protester in America • Thierry Henry - French footballer • Kofi Annan - UN Secretary Thierry Henry General • Kelly Holmes - British athlete and Olympic Gold Medallist • Leona Lewis - X Factor winner • Tim Campbell - winner of ‘The Apprentice’ with Alan Sugar • David Lammy - MP for Tottenham, Minister for Culture • Mohammed Ali - Boxer • Pele - Brazilian footballer QUIZ ANSWERS: 1. a 2. d 3. d 4. b 5. c 6. a 7. d 8. c 9. b 10. b 11. a 12. d 13. b 14. d 15. c

FOOTBALLERS FEATURED: GARY LINEKER; RYAN GIGGS; ASHLEY COLE; BARRY FERGUSON; PAUL ELLIOTT; PAUL CANOVILLE; LES FERDINAND; JUSTIN HOYTE; SAMUEL ETO’O; THIERRY HENRY; RIO FERDINAND; JULIE FLEETING; DIMITAR BERBATOV; JERMAIN DEFOE; BENJANI MWARUWARI; FREDDIE EASTWOOD; JOHN BARNES; DAVID NUGENT; DIDIER DROGBA; ANITA ASANTE; DEAN ASHTON; WES BROWN; DARREN FLETCHER; PEDRO MENDES; MATTHEW TAYLOR; KOLO TOURE; GARETH SOUTHGATE; MIDO; ; OBAFEMI MARTINS; CRAIG GORDON; GARETH BALE; AARON LENNON; LOUIS SAHA.

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8. What should you do if you hear racism at a football match? QUIZ a) Ignore it b) Join in 1. Racism is when people are treated badly c) Tell a steward or police officer because of their: d) Move away from the racists a) Skin colour, nationality or culture b) Weight 9. Who were the main groups of people c) Disability persecuted and murdered by Nazi Germany? d) Ability at school a) Actors and actresses b) Jews and Gypsies 2. What did Samuel Eto’o do when the fans were c) Singers and songwriters shouting racist abuse? d) Black and Asian a) Walk off the pitch and abandon the game b) Throw things at the crowd 10. Anita Asante speaks on the film, for what is c) Sit down in protest she known? d) Nearly walk off, but manage to carry on and a) She is a footballer’s wife finish the match b) She plays football for England c) She is a television presenter 3. Where did the English players experience d) She is a singer racist abuse in 2004? a) France 11. Freddie Eastwood is a famous footballer who b) Germany experiences racism because he is: c) a) A Traveller d) Spain b) Black c) Asian 4. Thierry Henry says that before judging people d) Eastern European you need to get to know and understand them and their culture. What does culture mean? 12. From where can people get racist ideas? a) A television programme a) Television b) Way of life, including manners, dress, language, b) Parents and friends religion, food, and art c) Newspapers c) Animals d) All of the above d) A type of drink 13. Why is Dominique Walker in the film? 5. If you hear racist abuse at school you should: a) She is a footballer a) Ignore it b) Her brother was killed in a racist attack b) Start a fight with the person c) She is a TV presenter c) Tell a teacher d) She is a footballer’s wife d) Join in 14. How many current and ex-footballers speak 6. John Barnes says that a dangerous form of in ‘Show Racism the Red Card’? racism is when you: a) 16 b) 23 c) 28 d) 34 a) Don’t get a job because of your ethnicity b) Are given too much homework 15. What are the three important words which c) Get beaten up appear at the end of the film? d) Have to walk to work a) Sing, dance and play b) Read, write and study 7. For what was Ryan Giggs’s dad famous? c) Learn, understand and respect a) He played cricket d) Skip, run and jump b) He was a singer c) He was a TV presenter d) He played Rugby ANSWERS ON PAGE 20

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